Peer assessment
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Developing evaluative judgement: enabling students to make decisions about the quality of work Open
Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to …
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Designing scoring rubrics for your classroom Open
Accessed 555,907 times on https://pareonline.net from December 11, 2001 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.
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The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies Open
Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research s…
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Student perspectives on rubric-referenced assessment Open
This study suggests that students use rubrics to support their own learning and academic..performance. In focus groups, fourteen undergraduate students discussed the ways in which..they used rubrics to plan an approach to an assignment, ch…
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Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance Open
Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. Ho…
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The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis Open
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed …
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Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review Open
This systematic review on massive open online courses (MOOCs) in higher education examinedthe research on the assessment of learning outcomes based on 65 peer-reviewed articles publishedbetween 2017 and 2019. This study aims to investigate…
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Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education Open
Over the past two decades, curricula in higher education have increasingly incorporated collaborative learning. However, due to (a) large variations in students’ domain-specific abilities (e.g. knowledge and/or skills) and the effort they …
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Peer Assessment : Learning by Judging and Discussing the Work of Other Learners Open
Peer assessment can be defined as “an arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners, then learn further by giving elaborated feedback and discussing…
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Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement Open
How can students’ competence be developed through peer assessment? This paper focuses on how relevant variables such as participation, evaluative judgement and the quality of the assessment interact and influence peer assessment. From an a…
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Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics Open
This paper provides a set of recommendations for developing classroom performance assessments and scoring rubrics similar to the sets of recommendations for multiple choice tests provided in this journal by Frary (1995) and Kehoe (1995a, 1…
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Assessment in Massive Open Online Courses Open
Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open Online Courses (MOOCs) as the most recent development. New web technologies allow for scalable ways to deliver video …
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Peer and Self-Assessment in High Schools Open
Formative assessment is recognized as an important component of teacher's classroom assessment strategies; recent research has pointed to peer and self-assessment as a way to operationalize the principles of formative assessment. The purpo…
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Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review Open
Many aspects of traditional higher education must be reconceptualised for massive open online courses (MOOCs). Formative and summative assessment of qualitative work in particular requires novel approaches to cope with the numbers involved…
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Assessment for inclusion: rethinking contemporary strategies in assessment design Open
Assessment has multiple purposes, one of which is to judge if students have met outcomes at the requisite level. Underperformance in assessment is frequently positioned as a problem of the student and attributed to student diversity and/or…
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Two Decades of Research in L2 Peer Review Open
One hundred and three (N=103) peer review studies contextualized in L2 composition classrooms and published between 1990 and 2015 were reviewed. To categorize constructs in research studies, this researcher used Lai’s (2010) three Ps dimen…
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Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment Open
Assessment is an integral part of the teaching-learning process in both conventional and distance education contexts. Literature suggests that with the increase in the use of Information and Communications Technology in the delivery of lea…
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Structuring Interactions for Large-Scale Synchronous Peer Learning Open
This research investigates how to introduce synchronous interactive peer learning into an online setting appropriate both for crowdworkers (learning new tasks) and students in massive online courses (learning course material). We present a…
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Application of Rubrics in the Classroom: A Vital Tool for Improvement in Assessment, Feedback and Learning Open
Teaching is filled with spirited debate about the best practices for improving students' learning and performance. Today, educators from different parts of the world are supporting the use of rubrics as an instructional tool and highli…
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Using learning analytics to understand student perceptions of peer feedback Open
Peer assessment (PA) is the process of students grading and giving feedback to each other's work. Learning analytics is a field focused on analysing educational data to understand and improve learning processes. Using learning analytics on…
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Rubric-referenced assessment in teacher preparation: An opportunity to learn by using Open
In Andrade and Du (2005), the authors discuss the ways in which students perceive and use rubrics to support learning in the classroom. In an effort to further examine the impact of rubrics on student learning, this study explored how rubr…
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Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning Open
This study compared the effects of worked example and scripting on students’ argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided over 40 dyads and assigned to two experimen…
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Incorporating <span>AI</span> and learning analytics to build trustworthy peer assessment systems Open
Peer assessment has been recognised as a sustainable and scalable assessment method that promotes higher‐order learning and provides students with fast and detailed feedback on their work. Despite these benefits, some common concerns and c…
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Assessment in Medical Education; What Are We Trying to Achieve? Open
Within the arena of medical education, it is generally acknowledged that assessment drives learning. Assessment is
\none of the most significant influences on a student’s experience of higher education and improving assessment has a
\nhuge…
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Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education Open
This chapter will examine the role of rubrics in higher education. At its best, a rubric is a carefully wrought expression of the professional judgement of a teacher, and identifies the learning goals and aspirations of performance. We wil…
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Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review Open
Rubrics are widely used as instructional and learning instrument. Though they have been claimed to have positive effects on students’ learning, these effects have not been meta-analyzed. Our aim was to synthesize the effects of rubrics on …
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Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System Open
Competency-based, time-variable medical education has reshaped the perceptions and practices of teachers, curriculum designers, faculty developers, clinician educators, and program administrators. This increasingly popular approach highlig…
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Online Assessment in Higher Education: A Systematic Review Open
Online assessment is defined as a systematic method of gathering information about a learner and learning processes to draw inferences about the learner’s dispositions. Online assessments provide opportunities for meaningful feedback and i…
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Group Work Assessment: Assessing Social Skills at Group Level Open
Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work…
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The role of self and peer assessment in Higher Education Open
Self-assessment and peer assignment have clear advantages for the training of responsible, critical, and reflective professionals. In recent years, self and peer evaluation have also been shown to be even more effective than lecturer evalu…